1. Topic-
Conditional
 
2. Content-
Statement 1: The Conditional Mood regards the action as not factually occurring in reality, but only as a result of a potential fulfillment of some condition (unreality).
Statement 2: The Perfect Conditional is formed with aid of auxiliary modal verbs (should or would+ have+ past participle form of the verb) to express hypothetical outcomes, which may have occurred in the past and can no longer take place or actually be achieved.
Statement 3: The Present Conditional (should or would + base verb without to) portrays hypothetical situations, reporting what someone said, and supposing a certain condition.
 
3. Goals: Aims/Outcomes-
1.To master the conditional mood and its types.
2.To be able to contrast the conditional mood and the indicative present
3.To be able to understand the perfect conditional
 
4. Objectives-
1.Mastering conditional
2.Conditional Perfect
3.Conditional Present
 
5. Materials and Aids-
ESL books. Piece of writing.
 
6. Procedures/Methods-

A. Introduction-

Where does it all start and how do we get it going?

B. Development-

3. Producing Questions PROCESS
step 1: Teacher, Instructor, Facilitator 2 minutes
The question focus is a prompt presented in the form of a statement, a visual or aural aid, by the facilitator to the students. These, in turn, take the statement and converted it into questions. The statement serves as a road map for students to go by and find questions, on their own, on different topics and themes. Grammar points in this case.
step 2: Students, participants (they produce questions) 3 minutes
Students will have to come up with the questions by themselves without the help from the instructor, following the model, from the statement or topic provided. The four rules are: 1. Ss ask as many questions as they can; 2. they're not to stop, to discuss, judge, or answer any of the questions; 3. Ss write down every question exactly as it was stated; 4. and they must change any statements into questions. Before students start generating their questions, the teacher introduces the rules and asks the students to think about and discuss possible challenges in following them. Once the students get to work, the rules provide a firm structure for an open-ended thinking process. Students are able to generate questions and think more broadly than they would have if they had not been guided by the rules.

Step 3: Students refine their questions 5 minutes

Students work in improving their questions by analyzing the differences between open and closed-ended questions, and by practicing changes from one type of question to the other. First the instructor or facilitator introduces the definitions of closed and open ended questions. The students use these definitions to categorize the list of questions they have just produced into either one of the two categories. The instructor discusses the advantages and disadvantages associated with closed and open end questions. Finally the instructor asks the students to modify an open end question to a closed end one and vice-versa. Closed end question - they are questions that can be answered with a "yes" or "no" or with one word; Open - ended questions " they are questions that require explanations. Procedure:
- First, students review the list and identify the closed ended questions with a "C" and the open ended with an "O."
- Second, they think about and name the advantages and disadvantages of asking each type of question.
- They will see that there is value in asking both types of questions.
- Third, practice changing questions from one type to another. Changing the questions will help you learn how to edit your questions to meet your purpose.
Step 4: Students, writers prioritize their questions

At this step students prioritize their questions, based on instructors' criteria. An example would be, for instance, for the students to choose three questions related to the central theme of the lesson. They all focus on the central idea. Students begin to think collectively, rather than individually. At this point we have the 3 statements above in 2) to work with.
1.
2.
3.
 

C. Practice-

1.Step 5: Students will have to decide on the next steps 3 minutes

They decide in unison how to use the prioritized questions produced by all groups in the class. After a brief class discussion they all, including the instructor agree on which question or questions to pick for discussions. For instance in an ESL class: Statement: The Conditional Mood regards the action as not factually occurring in reality, but only as a result of a potential fulfillment of some fictional condition (conditional 2 and 3)." What about conditional 0, and 1?"
"Why is zero conditional much different from the first conditional?" " What is the relation in between the indicative present and the conditional zero?" " Why is would or should left out from the zero conditional?" " What is the conditional anyway?" Here the answer could be the next statement, from which more questions can be generated:
" The Present Conditional (should or would + base verb without to) portrays hypothetical situations, reporting what someone said, and supposing a certain condition." " When do we use conditional?" " Is conditional a mood or a tense?" " What does a conditional mood express? " "How many types of conditional are there?" "Can a conditional mood be formed without "if" statement?" "If so, how?" Give us some examples. Is the expression, without if: "had I known the facts, I would complain," an example of a conditional situation? "If it is or it isn't explain why is that so? " "What is the main statement in the expression depicted above without if? " So, from the first two underscored grammar points, a myriad of questions can follow, leading to a very rich conditional discussions.
Step 6: Wrap up. Students identify the purpose of questions they have learned. 5 minutes

The instructor/facilitator go over the steps and provides students with an opportunity to review what they have learned by producing, prioritizing, and improving their questions. The QFT, through its inquisitive nature, can help students see what they have come up with, and how it contributed to their way of thinking and learning. Students can digest the QFT process and then apply it in many other situations. Here the purpose is obviously, for students to learn how to deal with different conditional types (0,1,2,and 3) and learn the particularities of the conditional mood, which show the way, manner and mode how a thought process is expressed and contrasted the conditional with Indicative Mood. The Indicative Mood relates to the action as actually happening in reality as a true fact, expressing an assertion, a denial or a question. The indicative mood is the most prevalent tense in English. The perfect conditional expresses hypothetical outcomes, which may have occurred in the past and can no longer take place or actually be achieved.
 
8. Teacher Reflection-
Step 7. Reflection 3 minutes

Did I accomplish what I was set out to do? What did go right? What went wrong, and why? Were all the questions answered? Did the students understand the lesson? Did they satisfy the instructor through the CCQ's (Concept Check Questions) used to make sure they understood? Did students learn enough to be able to use the questions in different situations? What are the areas that need further improvements? Were the voice, tone, and the body language applied effectively by the students, while questioning? And what about the answers? Did they satisfy the questions? Is there any further research needed to strengthen the process? Are there other instructors that might be in the same position? Is an assessment needed to prove the concept? Are the fundamentals in place? What is the strategy that I must use on next class to help those that didn't quite grasp the QFT's concept? Were the QFT's rule followed? If not, what can be done to correct for that?
 

This Lesson Plan is available at (www.teacherjet.com)